ESS1 (9-11) - 2 Students demonstrate an understanding of processes and change over time within earth systems by …2a using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how scientific knowledge regarding plate tectonics has changed over time.
Context of Lesson (SUMMARY):(part 1)
The previous lesson focused on the rejection of Wegener's continental drift hypothesis due to lack of evidence in the mechanical forces that drive plate motion. Despite his evidence of the puzzle-like fit of the continents and fossil evidence, Wegener's theory lay dormant until after his death. In this lesson, students will learn about the four major scientific developments and scientists that contributed to the development of the plate tectonics theory as an accepted science. Students will discover the advancements in technology that helped move the plate tectonics theory forward.
regarding the key evidence that developed the plate tectonics theory.
Plate tectonics accounts for important features of Earth's surface and major geologic events. As a basis for understanding this concept:
Students know evidence of plate tectonics is derived from the fit of the continents; and the distribution of fossils, rock types, mountain chain evidence, coal deposits and ancient climatic zones.
Opening: We're moving along ...and developing new scientific evidence to better support Wegener's theory of continental drift and plate movement. Students will be directed to pull out their scientific journals and will be collecting evidence to organize in their scientific journal based on the roles each group member will be investigating. Student cooperative groups will be formed. Students will be instructed to create a new section in their student journals titled-- "Plate Tectonics", and subsequent pages to follow will include "Evidence" and the scientists responsible for the spark of the plate tectonic theory. Students will be prepared to research information relating to today's activities.
Engagement: Students will work in their assigned groups of three to collaborate the information necessary to provide evidence for plate tectonics. Students will be provided a worksheet of the list of resources they will use to gather evidence for plate tectonics. During this time, I will be walking around the room and sitting in on group discussions and assessing students during this time.
Closure: The sessions ends with a re-cap of all the important developments in plate tectonics. I will draw students attention to the board where these developments are posted. Students will use this time to make sure they are on task with the progression of the lesson. Student journals will be collected.
Assessment: Student journals will be collected. Organization skills and journal contents will be assessed.
Student Work Sample 1 – Approaching Proficiency: Student Work Sample 2 – Proficient Student Work Sample 3 – Exceeds Proficiency
Students demonstrate an understanding of processes and change over time within earth systems by …2a using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how scientific knowledge regarding plate tectonics has changed over time.
Context of Lesson (SUMMARY):(part 2)
A different approach is taken here. Students will watch two powerpoint presentations. This lesson will give students an opportunity to apply prior knowledge of the Earths layers(core, mantle,crust) to plate tectonics. The purpose of watching this presentation is to review past and present material covered in the lessons and introduce students to the mechanisms/forces behind plate movement. During these two presentations, students will discover that the forces behind plate movement is called "convection". Students will engage in an activity where they will construct a model of the earth's convection currents using water and paper punch hole cut outs. Plate tectonics accounts for important features of Earth's surface and major geologic events. As a basis for understanding this concept:
Students know Earth is composed of several layers: a cold, brittle lithosphere; a hot, convecting mantle; and a dense, metallic core.
Students know lithospheric plates the size of continents and oceans move at rates of centimeters per year in response to movements in the mantle
Outline, Concept Map, or other Graphical Representation of the Concepts Addressed in the Unit
Opening: Agenda will consist of 2 powerpoint presentations and "concept maps". The first powerpoint presentation will be viewed up to the end of slide #11.(convection cells) on plate tectonics. Then, another powerpoint will be viewed that goes into convection cells more thoroughly. The major points of the lesson will include the movement of continental crust by convection currents in the mantle. Students will gain a deeper understanding of convection currents in the mantle and how it relates to plate movement by engaging in a lab activity that demonstrates convection currents.
Engagement:
After the powerpoint lessons, students will arrange in their groups to to engage in an activity where they will create convection currents using water and paper punch holes.
During this experiment, students will make convection currents connections to continental plate movements. While students get their water circulating and making currents, they will make observations based on the patterns of movement of the paper cut outs. As I circulate the room, I will ask students to think about how this possibly realtes to lithospheric plate movement.
Closure:
The importance of this lesson will be stressed to the students. Up until this point, students have focused on the development of theories. And now, they are actually witnessing a key factor in the movement of continental plates. So now, students have learned what causes plates to move, now they will learn what happens when plates move. (In the next lesson)
Reflections: Assessment: None at this time Student Work Sample 1 – Approaching Proficiency: Student Work Sample 2 – Proficient Student Work Sample 3 – Exceeds Proficiency
Lesson Title: Plate Tectonics 2--Part I
Lesson Time: (90 minutes)State Standards: GLEs/GSEs
ESS1 (9-11) - 2Students demonstrate an understanding of processes and change over time within earth systems by …2a using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how scientific knowledge regarding plate tectonics has changed over time.
Context of Lesson (SUMMARY):(part 1)
The previous lesson focused on the rejection of Wegener's continental drift hypothesis due to lack of evidence in the mechanical forces that drive plate motion. Despite his evidence of the puzzle-like fit of the continents and fossil evidence, Wegener's theory lay dormant until after his death. In this lesson, students will learn about the four major scientific developments and scientists that contributed to the development of the plate tectonics theory as an accepted science. Students will discover the advancements in technology that helped move the plate tectonics theory forward.regarding the key evidence that developed the plate tectonics theory.
Plate tectonics accounts for important features of Earth's surface and major geologic events. As a basis for understanding this concept:
Materials
Scientific journal
Resources used for class:
Developing the Theory
http://pubs.usgs.gov/gip/dynamic/developing.html
Harry Hess
http://pubs.usgs.gov/gip/dynamic/HHH.html
J.T. Wilson
http://pubs.usgs.gov/gip/dynamic/Wilson.html
Objectives:(part 1)
Students will investigate the four major scientific developments of the plate tectonic theory.
- Demonstration of the ruggedness and youth of the ocean floor through Ocean floor mapping
- Confirmation of repeated reversals of the Earth's magnetic field (Magnetic striping and polar reversals)
- Seafloor spreading hypothesis
- Documentation that earthquake and Volcanic activity occurs along oceanic trenches and unerwater mountain ranges.
Students will also research the scientists responsible for these scientific contributions to plate tectonicsScientific Advancement:
- Ocean exploration timeline
http://www.seasky.org/oceanxp/sea5a.htmlInstruction:
Opening:We're moving along ...and developing new scientific evidence to better support Wegener's theory of continental drift and plate movement. Students will be directed to pull out their scientific journals and will be collecting evidence to organize in their scientific journal based on the roles each group member will be investigating. Student cooperative groups will be formed. Students will be instructed to create a new section in their student journals titled-- "Plate Tectonics", and subsequent pages to follow will include "Evidence" and the scientists responsible for the spark of the plate tectonic theory. Students will be prepared to research information relating to today's activities.
Engagement:
Students will work in their assigned groups of three to collaborate the information necessary to provide evidence for plate tectonics. Students will be provided a worksheet of the list of resources they will use to gather evidence for plate tectonics. During this time, I will be walking around the room and sitting in on group discussions and assessing students during this time.
Closure:
The sessions ends with a re-cap of all the important developments in plate tectonics. I will draw students attention to the board where these developments are posted. Students will use this time to make sure they are on task with the progression of the lesson. Student journals will be collected.
Assessment:
Student journals will be collected. Organization skills and journal contents will be assessed.
Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient
Student Work Sample 3 – Exceeds Proficiency
Reflections:
Resources:
http://www.usgs.gov/
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Lesson Title: Plate Tectonics 2--Part II
Lesson Time: ( 90-minutes)
State Standards: GLEs/GSEs
ESS1 (9-11) - 2
Students demonstrate an understanding of processes and change over time within earth systems by …2a using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how scientific knowledge regarding plate tectonics has changed over time.Context of Lesson (SUMMARY):(part 2)
A different approach is taken here. Students will watch two powerpoint presentations. This lesson will give students an opportunity to apply prior knowledge of the Earths layers(core, mantle,crust) to plate tectonics. The purpose of watching this presentation is to review past and present material covered in the lessons and introduce students to the mechanisms/forces behind plate movement. During these two presentations, students will discover that the forces behind plate movement is called "convection". Students will engage in an activity where they will construct a model of the earth's convection currents using water and paper punch hole cut outs.Plate tectonics accounts for important features of Earth's surface and major geologic events. As a basis for understanding this concept:
Outline, Concept Map, or other Graphical Representation of the Concepts Addressed in the Unit
Materials
Objectives:(part 2)
Students will learn:
Scientific Advancement:
Recent study on why plates move the way they do--ScienceDaily (July 17, 2010)
http://www.sciencedaily.com/releases/2010/07/100716125841.htm
Instruction:
Opening:Agenda will consist of 2 powerpoint presentations and "concept maps". The first powerpoint presentation will be viewed up to the end of slide #11.(convection cells) on plate tectonics. Then, another powerpoint will be viewed that goes into convection cells more thoroughly. The major points of the lesson will include the movement of continental crust by convection currents in the mantle. Students will gain a deeper understanding of convection currents in the mantle and how it relates to plate movement by engaging in a lab activity that demonstrates convection currents.
Engagement:
After the powerpoint lessons, students will arrange in their groups to to engage in an activity where they will create convection currents using water and paper punch holes.
During this experiment, students will make convection currents connections to continental plate movements. While students get their water circulating and making currents, they will make observations based on the patterns of movement of the paper cut outs. As I circulate the room, I will ask students to think about how this possibly realtes to lithospheric plate movement.
Closure:
The importance of this lesson will be stressed to the students. Up until this point, students have focused on the development of theories. And now, they are actually witnessing a key factor in the movement of continental plates. So now, students have learned what causes plates to move, now they will learn what happens when plates move. (In the next lesson)
Scientific Advancement/development:
GPS: Plate movement
Students can read how scientists are using GPS to monitor plate movementhttp://www.sciencenetlinks.com/sci_update.php?DocID=84
Reflections:
Assessment: None at this time
Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient
Student Work Sample 3 – Exceeds Proficiency
Resources:
https://pantherfile.uwm.edu/caberg/www/maclinks/Attach/68-PlateTectonicsCmap2.jpg
barren.web1.schoolpointe.com/.../ Convection%20Currents%20and%20the%20Mantle.ppt
http://www.lsrhs.net/departments/science/faculty/brandesa/handouts3/PlateMovementLab.pdf
http://www.coast-nopp.org/resource_guide/elem_mid_school/plate_tectonics_acts/core.html